Abstract
The aim of the study was to adjust the measurement model of an instrument of sources of Self-efficacy for Mathematics to sample of university students from Northeast of Mexico and the sex measurement invariance. A second-order modeling was performed, which shows convergent and discriminant validity, which corresponds to the original Bandura theory of self-efficacy and contains four factors: experience in mastery, social persuasion, vicarious learning, and physiological state (emotional activation). There was adequate goodness of fit of the model in the confirmatory analysis. The advantages of the use of this instrument are discussed for its simplicity and ease of applications, qualification, and interpretation, to be used by teachers, tutors, and advisors of mathematics.
Highlights
Learning of mathematics is one of the areas that imply greater difficulties for students, and it can be found that from the first years of basic education, many children report that it is not easy for them to carry out the activities that are requested or understand the problems posed by the teachers
This fact agrees with the results reported in PISA regarding the levels of proficiency in mathematics reached by Mexican students at different levels, from elementary to high school
The objective of the study was to test the model of measurement of the sources of self-efficacy for mathematics scale to the population of Mexican university students, as well as the measurement of the instrument’s invariance for men and women
Summary
Learning of mathematics is one of the areas that imply greater difficulties for students, and it can be found that from the first years of basic education, many children report that it is not easy for them to carry out the activities that are requested or understand the problems posed by the teachers. The results from PISA, from the test applied in 2012 (Organisation for Economic Co-Operation and Development [OECD], 2013), suggest a national average of 413 points, below the OECD countries (average of 494) and more than half, around 55%, of 15-year-olds do not reach the basic level of Competence Level II This low-performance situation in mathematics is implied in a low-efficiency belief scheme that complicates motivating oneself and investing more effort to learn. The psychosocial factors involved in learning mathematics are especially relevant since they include a similar weight (than the cognitive one) an emotional and motivational aspect, very influential in performance and achievement
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